Advanced Analytical

Method of Training
((AAMT®)) Manual Extract.

KSA— Kurt Salmon Associates, is a company providing training all over the
world, we followed their curriculum to trained the Sewing Machines Operators.
There method is tested & used by the Master Trainers to trained the Operators.

A Brief Note on the Manual…...

The purpose of this manual is to provide both a guide and a reference for the
instructor in learning and applying the Advanced Analytical Methods of
Training.
The manual contain:
1. A general outline of the principles of AAMT®
2. Detailed descriptions of the techniques and procedures, which the
instructor should follow in order to achieve the best results in training.

The Manual has been laid out in such a format that it provides the list of the
topic to be discussed on each day of training of Instructors, suggesting
number of hours to be put into a given discussion.
All the exercises and Formats have been compiled at relevant place of
occurrence of a particular activity.
In a normal course of instructor’s training on AAMT®, the trainees should
spend four hours in the class room training and 4 hours on doing the sewing
exercises.
The four hours of the training should be broken down into two 2-hour
sessions.
The difference that exists between sewing training of the AAMT®
Instructors and the Operator trainees is, while AAMT® Instructor’s sewing
exercises are concentrated on Skill and Quality Development, the operator
trainees’ sewing exercise involves all the aspects which are skill, quality and
stamina build-up. This means the trainee instructors work on the board
exercises, fabric exercise and move on to the garment sewing as a part of
the skill development.

SCIENTIFIC TRAINING CONCEPTS

These are the most essential points of AAMT® and can be rightly called soul of
AAMT®. The true success of an AAMT® program being run depends on the
correct
understanding and implementation of these principles. These principles form
the
basis of each and every activity in AAMT®.
The main principles, which are applied in AAMT® to meet the training needs of
modern industry, may be summarized as follows:
A.Job Analysis
Detailed study is required for each job for which AAMT® training course is to be
set up. This study is centered on:
1. Overall arrangement and organization of the work.
2. The specific techniques and skills involved in individual job elements.
This job analysis provides the base upon which the entire training course is
founded.
The job analysis inputs are most important factors of the achievement of
overall objective of training of operators in very less time to 100% performance
and quality level.
In actual application this requires inputs from the Industrial Engineering in the
form of best method. If the I.E. department is not there in the factory, the
trainers must do the method study on the best practices, critically evaluate
them to discover important sewing and handling methods involved. While doing
the method study, the instructor should not only document the existing
method, but also look for the improvement potential based on the principle of
industrial engineering like:
1. Process Charting
2. Principle of motion economy
3. General Classification of Hand Motions
4. Precision
5. Kinesthetic sense
6. Work space Engineering
7. Ergonomics
* refer to Apparel Engineering Module of Master Plato®.
At this point the topic has just been introduced. In subsequent sessions we
shall
learn how we should approach while selecting exercises and developing
exercise /method documents for them.
B. Systematic Skill, Stamina And Knowledge Development
The basic skills required in a job must be developed separately to the level and
pace of the experienced work at the beginning of training, and combined
progressively until all job skills are being performed correctly.
When we talk about the level and the pace it refers to meeting the targets on
each of these exercises with quality.
The method of Setting up of the target and quality goals has been explained in
the subsequent sessions.
The work assignment is then extended as performance permits until a full
workload is being satisfactorily carried out over an entire working day.
The job analysis provides the information from which basic skills are identified,
and appropriate training exercises are designed and defined to develop these
skills.
The next step is the performance of small elements of the actual operation
involving the use of the basic skill. The exercises for this phase of development
are called "job exercises" and "parts exercises."
The exercises are then extended and combined progressively until the whole
job is being performed first for short period; and finally, on a full job
assignment. These exercises are called "stamina build-up exercises."
Job knowledge training is included throughout the training period to produce,
with practical ability required, a well-rounded understanding of the entire job.
C. Established Goals Or Targets
One of the most important points while applying AAMT® is that there must be a
target for each of the exercise trainee is performing. It is necessary to have
specific goals to aim at throughout the training period. Targets are set for all
exercises, and performance is measured against these targets. Progress to
longer and more difficult exercises is dependent upon achievement of targets
on the simpler ones. Targets are set at the level expected of the experienced
worker.
At this point, it has just been introduced. In subsequent sessions we shall learn
how we should approach while selecting exercises and setting targets against
them.
D.Defined Quality Specifications
One of the most critical transformations that have been seen while a trainee is
graduating from parts of job to Single cycles is increase in the defect level of
the pieces being produced.
Therefore, it is essential that a clear understanding of the quality requirements
of the job be developed, along with a systematic training in skill and stamina.
As part of the job knowledge training, the quality requirements must be defined
in terms the employees can understand and work with.
The quality specifications are prepared in terms applicable to the job, including
where possible actual examples showing limits of acceptability, the standard at
which to aim, and examples of defects and errors.
A quality specification sheet is prepared in this regard which lists all the basic
parameters and specific requirement of the job. Further instructors are advised
to seek the factory’s quality department to provide inputs on the important
quality requirements of any operation. Also, Care needs to be taken while
preparing the method documents so that any motion which is critical to any
quality parameter is not overlooked.
Further, mock ups need to be prepared which is a representative of the correct
quality and displayed at the trainee’s machine to act as a visual guide for any
reference.
A representative quality specification sheet has been included in the further
pages.

E. Establishment Of A Training Centre

The most effective and rapid learning is achieved in an area separate from the
main work area. The training centre is equipped to facilitate basic skills and
knowledge training away from the distractions of the actual working area. In
the training centre, work is oriented to building an atmosphere for learning,
and the prime objective is the motivation of people to acquire job ability.
The use of "mock-up" equipment is utilised as much as possible in the training
centre, but the nature of some equipment required that the training be carried
out both in the actual work area and in the training centre.
F. Selection And Placement
There is no point in trying to train operators who do no have the necessary
aptitude for the job. In a tightening labour market, it is not always possible to
select sufficient operators of the desired calibre. What is essential is that once
selected, they should be placed on the job for which they are most suited. The
process of selection and placement does not stop in the personnel office. It
must be carried on in the training program, particularly during the early stages.
The selection criteria need to effective enough to be able to help the recruiters
in selecting the trainees with correct dexterity and ability to perform the job at
required level. Next page lays out the criteria for the selection and recruitment
of the operators used in AAMT®:
Selection Test Procedures & Norms
An interview, if properly conducted, tells a lot about the applicant. But since
every job is recognised to have a certain skills needed by the performer for its
successful accomplishment, it becomes important to recognise the presence of
basic skills required to be a successful sewing operator. A detailed analysis of
various sewing
operations will show the basic skills required are:
• Manual dexterity (Speed of hand movements)
• Finger Dexterity (Speed of finger movement)
• Hand-Eye Co-ordination
• Sewing Test (If the operator is experienced)
Keeping the above basic skills required in mind it becomes important to test the
presence of these basic skills through some simple tests, which can be
administered
to both experienced as well as fresh candidates.
We have different tests to analyse properly these abilities:-
Dexterity Tests: Assessing finger dexterity, hand dexterity,
Vision Tests: Eye perception and accuracy
Tests must be conducted and administered through a recognised and
standardized procedure. The test score must not be affected by administration
conditions. The people conducting the test must very clearly understand the
correct procedures of administering the test and demonstrate it properly. They
must make the candidate realise that their selection is based on their test
results so should not take it lightly
and move “AS FAST AS POSSIBLE”.

The following dexterity tests will be conducted for all operators:

• Peg Board - KSDA (Hand & arm co-ordination, two-hand co-ordination)
• Peg Board - KSDB (Finger and wrist dexterity, two-hand co-ordination)
• KSP - Visual accuracy and speed

The above picture shows a Peg Board to be used for the operator selection and
recruitment (refer KSDA and KSDB tests).
For the purpose of maintaining the confidentiality the KSP exercise sheet has
not been attached herewith.

EXERCISE METHODOLOGY
Machine: SNLS
Exercise: Pin Board (RH y LH)
Goal:
90 Seconds
Exercise Number
1 and 2
Starting Position:
The apprentice should sit facing the board (see figure).
The RH should be positioned over the board, holding the
cover open and LH over the holes.
Methodology:
• The timekeeper starts the chronometer.
• The RH takes three pins from the pin holder and
places them in the upper left hole.
• The RH takes another three pins from pin holder.
• The apprentice should not take more or less than
three pins.
• The RH takes another three pins from holder and
places them in the next hole on the upper row from
left to right in the order marked by the illustration.
• The apprentice will continue filling the holes from
left to right in the order marked by the illustration.
• Once the apprentice has filled the last hole on the
upper row, hole #5, he will proceed to fill the second
row starting with hole #6
• The RH takes another three pins from the holder and
places them in the next hole on the second row.
• The apprentice will continue to fill the holes in the
second row with three pins until hole 10 is filled.
• The apprentice will follow the same procedure until
the time is up.
• The chronometer stops when 90 seconds are over.
NOTE: Exercise #2 is repeated using the LH, filling the
holes on the upper row from right to left within 90
seconds.
SECURITY
Make sure the pins have no needle-like points or rough
edges.
QUALITY
Use only RH or LH, depending on the exercise.
The pins should not fall off the board.
All 50 holes should have three pins each.
ERGONOMICS
The board should be in front of the apprentice in a writing
position.
The table should be at a comfortable height.
WASTE
N/A
ABILITIES DEVELOPED
• The use of fingers to pick up objects of small
diameter.
NECESSARY MATERIALS
• 150 identical Pins with 1/16” diameter and 1½” length
• Pin Board. See specifications.

EXERCISE METHODOLOGY
Machine: SNLS
Exercise: Needle Board (RH y LH)
Goal:
45 Seconds
Exercise Number
5
Starting Position:
The apprentice should sit facing the table at a comfortable
height (see figure). The board should be placed in front of the
apprentice. The thread is placed at the point of threading.
Methodology:
• The timekeeper starts the chronometer.
• The thread is taken with the RH.
• Thread the first needle.
• Thread the second, third, fourth, and fifth and sixth
needles.
• Stop the chronometer.
SECURITY
Make sure that all the needles have no sharp points and all of
the eyes face the same direction. The needle protectors
should be firm.
QUALITY
All of the rings and needles are threaded correctly.
ERGONOMICS
The board should be centred in front of the apprentice.
The table should be at a comfortable height.
WASTE
N/A
ABILITIES DEVELOPED
• Threading of needles.
NECESSARY MATERIALS
• Needle Board. See specifications.
• Thread.
• Scissors.
KEY POINTS
One of the most important concepts of AAMT® is that trainees are trained right
from the start in the methods used by the highly skilled workers. In order to do
this, each job is studied carefully before training starts so that the instructor is
familiar with the key points of the job. These key points are essential for
successful performance of the job.
The key points tell what methods are used to perform the job in order to ensure
good quality, minimize waste, ensure safety while keeping in mind ergonomics,
and maintain good housekeeping. The key points tell how the main steps in the
operation (parts of the job) are carried out and why. It is most important that
the instructor be thoroughly familiar with the 6 key points and that she/he
uses them. A trainee will only do well if he follows these points carefully. The
instructor uses the 6 key points (Method, Quality, Waste, Safety, Ergonomics, &
Housekeeping) at two separate stages in training:
1. Demonstrating an Exercise
When an instructor first demonstrates a new exercise to a trainee, he would
show what is required and stop to point out the 6 key points while
demonstrating. When the trainee watches a demonstration of an exercise, he
cannot see everything that
the instructor is doing; but, if he watches the demonstration and understands
the 6 key points, he should be able to perform the exercise successfully
himself.
2. Watching a Trainee at Work
Much of a good instructor's time is spent watching the trainee while he is
working. It is important for the instructor to study each trainee frequently to
check that he is still following the key points exactly and to make sure that he
is not making any extra motions or incorrect movements. It is relatively simple
to correct a poor method in the first few days; but, once the poor method has
become a habit, it is more difficult to change.
The time spent by an instructor watching a trainee is very valuable. If a bad
method is being used, it can be corrected immediately before it results either in
bad quality work, bad habits, or an accident. Any time that a trainee is using
different methods or using extra motions, the instructor should stop him
immediately, correct his faults, and keep checking back to see that the trainee
is continuing to follow the 6 key points and use the correct methods.
The understanding and study of these 6 key points are very important from
instructor’s point of view. The job analysis should also involve a thorough study
of these 6 Key points by instructors.